Table 2.
Characteristics of the e-OSCE experience by the faculty and students (n = 73).
| Question | Frequency | Percentage (%) |
|---|---|---|
| How comfortable did you feel participating in this remote clinical exam (via Zoom or any other similar application)? | ||
| Not at all comfortable | 1 | 1.4 |
| Not so comfortable | 7 | 9.6 |
| Somewhat comfortable | 14 | 19.2 |
| Very comfortable | 35 | 47.9 |
| Extremely comfortable | 16 | 21.9 |
| In regard to your previous experience with “classic face-to-face” clinical OSCE, what is the preferred OSCE style for you during the COVID-19 Pandemic? | ||
| Virtual OSCE (e-OSCE) is preferred | 39 | 53.4 |
| Classic face-to-face is preferred | 23 | 31.5 |
| Both are equally preferred for me | 11 | 15.1 |
| How do you think these remote clinical exams (e-OSCE) affected the quality of the student’s assessment? | ||
| Similar assessment to the face-to-face OSCE | 34 | 46.6 |
| Better assessment than face-to-face OSCE | 11 | 15.1 |
| Worse assessment than face-to-face OSCE | 28 | 38.4 |
| Doing remote video assessment during the COVID-19 pandemic decreased my anxiety-mean (SD) 1–5 Likert agreement. | ||
| Strongly disagree | 6 | 8.2 |
| Disagree | 13 | 17.8 |
| Neither agree or disagree | 18 | 24.7 |
| Agree | 26 | 35.6 |
| Strongly agree | 10 | 13.7 |
| Video conferencing as an assessment tool for the pediatric course should be incorporated in next year’s courses. | ||
| Strongly disagree | 5 | 6.8 |
| Disagree | 20 | 27.4 |
| Neither agree or disagree | 19 | 26 |
| Agree | 24 | 32.9 |
| Strongly agree | 5 | 6.8 |
| Do you suggest continuing on remote student assessments (via Zoom or similar platforms) after the COVID crisis? | ||
| Yes | 19 | 26 |
| No | 54 | 74 |
Abbreviations: OSCE: objective structured clinical examination, e-OSCE: electronic objective structured clinical examination.